tag:blogger.com,1999:blog-53398888792532107162018-03-05T09:19:03.826-08:00Making WavesKarla Weidnerhttp://www.blogger.com/profile/15105773164412245490noreply@blogger.comBlogger10125tag:blogger.com,1999:blog-5339888879253210716.post-25354083457015359672016-03-29T09:29:00.001-07:002016-04-08T11:39:33.556-07:00Disease DetectivesStudents love to solve problems, and sometimes the simplest of activities can create excitement about an entire unit. &nbsp;In sixth grade, we study infectious diseases and finding an interesting way to introduce the topic without scaring them about deadly diseases has been challenging for me. &nbsp;However, we've created a disease detective activity that involves the whole sixth grade class, and it most definitely gets students excited about the upcoming unit.<br /><br />The activity begins with a short introduction about the difference between infectious diseases vs. genetic diseases. &nbsp;Then students are brought together and each student obtains a clear plastic cup containing an unknown clear liquid. &nbsp;We ask the students to simultaneously exchange liquid using a dropper with another student to simulate having direct contact with another person. &nbsp;We complete this for three round while the students carefully collect information about the order and person with whom they exchanged. &nbsp;When the activity is complete we announce that unbeknownst to them, one student was infected with the deadly virus. &nbsp;In reality, one cup contained a highly basic solution. &nbsp;As that student exchanges the liquids with other students, they are altering the pH of their victim's solutions. &nbsp;In dramatic fashion, we add "virus detector" (which in reality is simply phenolphthalein--a pH indicator) that makes their solutions turn bright pink to reveal if they've been infected.<br /><br />The fun part comes in as students enter their data into the shared class data spreadsheet and try use logic to determine who was patient zero. &nbsp;Below is a sampling of our class data: <br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://4.bp.blogspot.com/-O9laUCOwJsE/Vvqs1O_wDcI/AAAAAAAABAg/5enmI0u1x2QYNuMo3dQ7ai3xDEJwKEl-w/s1600/Screen%2BShot%2B2016-03-29%2Bat%2B12.26.31%2BPM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://4.bp.blogspot.com/-O9laUCOwJsE/Vvqs1O_wDcI/AAAAAAAABAg/5enmI0u1x2QYNuMo3dQ7ai3xDEJwKEl-w/s320/Screen%2BShot%2B2016-03-29%2Bat%2B12.26.31%2BPM.png" width="300" /></a></div><br />This data generates lots of great discussion as well as a great introduction to epidemiology and infectious diseases. &nbsp;I am always impressed at the level of thinking that many of these sixth graders do to solve this problem, and it definitely gets them excited to learn more about infectious diseases!Karla Weidnerhttp://www.blogger.com/profile/15105773164412245490noreply@blogger.com0tag:blogger.com,1999:blog-5339888879253210716.post-38543831163573950252016-03-10T12:43:00.000-08:002016-04-08T11:40:59.721-07:00It's not all about the kidsMany people upon hearing I'm a teacher say things like "You must love working with kids" or "I can imagine how rewarding it must be." &nbsp;But if I am being totally honest, it isn't all about the kids. &nbsp;I am really fortunate to be working in an environment of amazing professionals and intellectuals. &nbsp;Additionally, these awesome people are also my friends. <br /><br />So on those mornings when I am overworked and overtired, it isn't always the kids that get me out of bed. &nbsp;I look forward to seeing my colleagues and know that they will support me, stimulate me intellectually, and above all make me laugh. &nbsp;The type of&nbsp;camaraderie that develops amongst a great group of teachers is unmatched in almost any profession. &nbsp;In higher education, where I worked for nearly 15 years, the environment was a lot more cut-throat and self-absorbed and I didn't have the same sense that we were in it together. &nbsp;Here, everyday I know I am surrounded by people who have a real interest in seeing each other succeed. &nbsp;And we take care of each other.<br /><br />So while I wouldn't do this job without the sense of purpose I feel and the joy of helping kids discover new things, my colleagues are the real reason I continue to work here. <br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-9E3X6UBgs_k/VuHbh0CNZgI/AAAAAAAAA_w/nuu-CUSWClM/s1600/IMG_2192.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="257" src="https://1.bp.blogspot.com/-9E3X6UBgs_k/VuHbh0CNZgI/AAAAAAAAA_w/nuu-CUSWClM/s400/IMG_2192.jpg" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;">Hanging out on Halloween with this fun bunch.</div><br />Karla Weidnerhttp://www.blogger.com/profile/15105773164412245490noreply@blogger.com0tag:blogger.com,1999:blog-5339888879253210716.post-42175803712097739932016-02-10T12:10:00.000-08:002016-04-08T11:42:49.876-07:00One of Those Good Days When Things Don't Go As PlannedI think good teaching is messy. &nbsp;Highly structured teacher-driven classes are actually easier to teach, but they're not that engaging for students. &nbsp;The best teachers I know are the ones that are responsive to what's happening in the classroom and are willing to go with a "teachable moment" when it strikes. &nbsp;These moments can be scary, however, especially if they aren't part of the lesson plan. &nbsp;Today in math class, I had one of those days.<br /><br />My math class has been working on unit conversions and just started a unit on ratios and unit rates. &nbsp;The worksheet I had assigned for last night's homework reviewed the concept of ratios in possibly one of the most boring ways--showing pictures of random items and asking kids to write the ratios in simplest form. &nbsp;While it certainly helped them practice the concept, I couldn't help putting myself in their shoes thinking, "when would I ever need to know the ratio of flowers to pliers?" <br /><br />To counter the worksheet, I decided to make sure we had some real world applications in class today. &nbsp;Using a "Dan Meyer-style" format (See this link for more information--<a href="https://youtu.be/qocAoN4jNwc" target="_blank">Dan Meyer--Ted Talk</a>), I told the kids to watch as I ran back and forth across the classroom. &nbsp;I then asked them to figure out what the question was I wanted them to answer. &nbsp;Hands shot up (high level of engagement). &nbsp;This is always the scary part for me as a teacher. &nbsp;You never quite know what will come out of the mouths of 12 year-old boys. &nbsp;The first questions were somewhat lame. &nbsp;I was a little nervous. &nbsp;I started writing their questions on the board. &nbsp;As they progressed, the questions got more detailed and more sophisticated until finally someone asked "How fast am I going?" &nbsp;Bingo! <br /><br />Now that we had established the question, I asked what would we need to know to answer the question. &nbsp;Lots of hands went up. &nbsp;We easily established that the distance traveled was required to solve the problem. One student suggested how important it was for us to know how many steps I took. &nbsp;And many agreed. &nbsp;But several students insisted it wasn't. &nbsp;Now came the great unplanned debate. &nbsp;We spent a huge amount of time as students argued their cases passionately. &nbsp;While much of their logic was flawed, I got to sit back and watch my boys argue about math. &nbsp;Everyone got in on it. &nbsp;It was one of those moments. &nbsp;With a little help from me as a class we finally agreed that only the distance and time was needed to solve the problem.<br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://2.bp.blogspot.com/-ppLk27FREco/VruYRiU-sCI/AAAAAAAAA-g/7I1hUk0EOno/s1600/feetsec.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://2.bp.blogspot.com/-ppLk27FREco/VruYRiU-sCI/AAAAAAAAA-g/7I1hUk0EOno/s320/feetsec.JPG" width="320" /></a></div><br /><br /><br />I couldn't have planned this better if I had tried. &nbsp;Seeing students so engaged, forming arguments and debating math was a little slice of heaven for this math teacher. &nbsp;It would have been so much easier to simply teach a lesson on unit rates and then give them a worksheet, but tonight they have one problem--figuring out how fast I was going. &nbsp;As I passed kids in the hallway heading down to lunch, I heard some of them still talking excitedly about how to solve it. &nbsp;I can't wait to hear our discussion tomorrow!Karla Weidnerhttp://www.blogger.com/profile/15105773164412245490noreply@blogger.com0tag:blogger.com,1999:blog-5339888879253210716.post-57202500805950759492016-02-02T12:03:00.001-08:002016-02-11T05:47:54.650-08:00The Challenge/Exhilaration of Teaching Digital NativesLet's face it. &nbsp;Kids these days are raised on technology. &nbsp;Expose them to a new program, game, or application and they run with it. &nbsp;Take the same new technology to a group of adults and there is often fear, trepidation, and sometimes revolt. &nbsp;I consider myself strongly average when it comes to learning and dealing with new technology, yet I've seen how valuable some of the technology tools are in the classroom. &nbsp;So what's a teacher to do? &nbsp;Do I devote countless hours learning a new technology so I can be an expert? &nbsp;How will I find time to do that in my busy day?<br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="http://3.bp.blogspot.com/-31zL0eJCTO4/VrD9H7uVOSI/AAAAAAAAA-M/gG84allrabg/s1600/Screen%2BShot%2B2016-02-02%2Bat%2B2.01.24%2BPM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="211" src="https://3.bp.blogspot.com/-31zL0eJCTO4/VrD9H7uVOSI/AAAAAAAAA-M/gG84allrabg/s640/Screen%2BShot%2B2016-02-02%2Bat%2B2.01.24%2BPM.png" width="640" /></a></div><div class="separator" style="clear: both; text-align: center;">That's me "faking" my way through technology.</div><br />The issue was forced on me a number of years ago when I was assigned to teach a 6th grade computer class. &nbsp;My initial reaction was one of fear (or to be more honest more like horror). &nbsp;How in the world was I going to teach a technology class when I myself struggled, at times, with technology? &nbsp;As part of an assignment during the first few weeks of school, students were asked to create an autobiographical PowerPoint presentation in an attempt for students to learn how to use the technology and for us to get to know them better. &nbsp;In the course of their work a student asked me how to insert some audio into the presentation. &nbsp;I trembled with the fear of being discovered as an imposter, as I wasn't very familiar with the program at the time and didn't know what to do.<br /><br />What I didn't realize, however, was that my room was full of "digital natives," and one of those heroes came to my rescue. &nbsp;"Let's try this," said one student to the other. &nbsp;"Or you can try this," said another. &nbsp;"I think you can do it like this." &nbsp;Their willingness to just get in there, roll up their sleeves, and assist each other was amazing. &nbsp;At that point I realized that my approach to teaching technology was all wrong. &nbsp;One does not have to be an expert with technology to use technology or even teach technology. &nbsp;Working with technology is all about attitude. &nbsp;You have to be open-minded and willing to put yourself out there. &nbsp;You can't always be the expert and have to be willing to ask for help. &nbsp;I see it as the perfect way to model lifelong learning for students and to allow students to see how to handle a situation when you don't know how to do something. &nbsp;It empowers students to know that they can sometimes figure things out on their own and that even the "technology teacher" doesn't know everything. <br /><br />From that point forward, I was much more welcoming of technology in my classroom. &nbsp;My digital natives can figure things out ten times faster than I can. &nbsp;All I have to do is to be generally familiar with what I am doing, and the students will help me and each other figure things out. &nbsp;While being in that unfamiliar territory can be scary for many teachers, it's often a place where much learning by trial and error occurs. &nbsp;And that's a place I like to be. <br /><br /><br />Karla Weidnerhttp://www.blogger.com/profile/15105773164412245490noreply@blogger.com0tag:blogger.com,1999:blog-5339888879253210716.post-17926106496967474762016-01-24T12:02:00.001-08:002016-02-02T12:07:46.275-08:00What I've Learned from Student-AthletesCompetitive sports were a big part of my upbringing. &nbsp;Much of my identify and self-confidence came from participating in organized sports. &nbsp;For that reason, it isn't surprising that I would find my way to coaching middle school and upper school athletes. &nbsp;Now in my ninth year as varsity swimming coach, I've learned so much about coaching. &nbsp;What has surprised me most, however, is what I have learned about students.<br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="http://3.bp.blogspot.com/-_6ZDlOM_gR0/VqEonsOyblI/AAAAAAAAA9Y/ydWnwLBq-Z0/s1600/coachyell.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://3.bp.blogspot.com/-_6ZDlOM_gR0/VqEonsOyblI/AAAAAAAAA9Y/ydWnwLBq-Z0/s1600/coachyell.jpg" /></a></div><a href="http://4.bp.blogspot.com/-c8kHl0mqXV4/VqEonhMn7lI/AAAAAAAAA9c/Jgk2qrNwPc4/s1600/coachsideline.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" height="133" src="http://4.bp.blogspot.com/-c8kHl0mqXV4/VqEonhMn7lI/AAAAAAAAA9c/Jgk2qrNwPc4/s200/coachsideline.jpg" width="200" /></a><br /><br /><br /><br /><b>1. &nbsp;Students and athletes are very different people.</b> <br /><br />I will admit to having looked depressingly at the sign-up list for the swim team and feeling a wave of panic at a name on the list. &nbsp;Rarely, however, has this turned into an issue on the swimming team. &nbsp;A pool or sports field is a completely different environment than the classroom, and my experience is that students will rarely exhibit the same behaviors in both places. &nbsp;I have learned to put aside my prejudices and give everyone a chance. &nbsp;A student who is challenging in the classroom is often a hard-working athlete and fierce competitor. &nbsp;And surprisingly, sometimes those top-notch students do not know how to push themselves physically and are afraid to take risks. <br /><br />2. &nbsp; <b>Students respond differently to coaches than they do teachers.</b><br /><br />For many students, being a coach gives you elevated status. &nbsp;Perhaps it is because you are seen as an expert in something beyond the classroom, and it makes you more human. &nbsp;That is, students believe you to be more than just a teacher and an actual person. &nbsp;I get to see students at their best and their worst. &nbsp;There's nothing like a tough workout or triumphant swim at a meet to reveal their character. &nbsp;At those times, I take great care to provide the right encouragement or criticism that will help to move them forward. &nbsp;You have students' full attention in those moments and you don't always get those raw character-building opportunities in the classroom. &nbsp;It is a huge responsibility, and I take it very seriously.<br /><br />3. &nbsp;<b>All students benefit from competitive sports</b>.<br /><br />I've often heard parents say, "My child just isn't competitive or athletic." &nbsp;I say you haven't found the right sport. &nbsp;Intrinsic motivation and being the best you can be is the key to participating successfully in any competitive sport. &nbsp;In life and sports, someone will always be better than you. &nbsp;It's important for kids to learn this at young age. What's most important is always trying to be better than you were the day before and putting forth your best effort. &nbsp;It's the epitome of the growth mindset. &nbsp;It's easier to achieve this in some sports (like swimming, track or cross country) compared with others, but the lesson is incredibly valuable. &nbsp;Success isn't measured by wins but by putting yourself out there, doing your best, and finding ways to get better. &nbsp;It's the reason why I put as much effort into coaching my top athletes as I do my less talented swimmers. &nbsp;They all can be successful by this measure.Karla Weidnerhttp://www.blogger.com/profile/15105773164412245490noreply@blogger.com0tag:blogger.com,1999:blog-5339888879253210716.post-81024691263823444662016-01-20T13:35:00.002-08:002016-01-20T13:35:44.339-08:00Facebook Status Update<div class="separator" style="clear: both; text-align: center;"><a href="http://4.bp.blogspot.com/-B9MmJhixqu0/Vp_9cmuqSGI/AAAAAAAAA8w/Mrsd9UtAqDw/s1600/Screen%2BShot%2B2016-01-20%2Bat%2B4.32.58%2BPM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="http://4.bp.blogspot.com/-B9MmJhixqu0/Vp_9cmuqSGI/AAAAAAAAA8w/Mrsd9UtAqDw/s640/Screen%2BShot%2B2016-01-20%2Bat%2B4.32.58%2BPM.png" width="514" /></a></div><br />Karla Weidnerhttp://www.blogger.com/profile/15105773164412245490noreply@blogger.com0tag:blogger.com,1999:blog-5339888879253210716.post-71571447685331023972015-11-30T12:22:00.000-08:002016-03-14T12:54:01.295-07:00That Beautiful Intersection of Math and Art (Beyond the Classroom)I know that I am very fortunate to work in a highly collaborative environment, and I know it helps to make me a better teacher. &nbsp;This year when my colleague came to me with the idea that we should incorporate some art into math class, I was a bit skeptical. &nbsp;I am so thankful for the nudge she gave me that helped us to create one of my favorite math units of all time.<br /><br />We began the unit by introducing the idea of fractals in both the natural world and in design. &nbsp;Students were fascinated by the concept, and I began to hear conversations outside of the classroom about fractals and patterns in nature. &nbsp;Surprisingly students took their ideas well beyond the classroom, which was a pleasant side effect and demonstrated their enthusiasm for the topic. &nbsp;Suddenly, students who usually trudged their way through math class were excited to discover more and to create their own fractal artwork. &nbsp;(See examples below of students' work). &nbsp;I was stunned to see how clearly they were able to demonstrate their understanding.<br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="http://4.bp.blogspot.com/-V7lmy6YC2fY/VlyrGKnCKEI/AAAAAAAAA7A/3-PYlKf0r3c/s1600/IMG_2227.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="https://4.bp.blogspot.com/-V7lmy6YC2fY/VlyrGKnCKEI/AAAAAAAAA7A/3-PYlKf0r3c/s200/IMG_2227.jpg" width="150" /></a></div>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;&nbsp;<a href="http://3.bp.blogspot.com/-f6nIU1M8U3c/VlyrGNfJT4I/AAAAAAAAA7E/b2zLXsIm2Zw/s1600/IMG_2232.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" height="200" src="https://3.bp.blogspot.com/-f6nIU1M8U3c/VlyrGNfJT4I/AAAAAAAAA7E/b2zLXsIm2Zw/s200/IMG_2232.jpg" width="200" /></a><br /><br />We followed our fractal unit with an activity in which students discovered the Fibonacci sequence. &nbsp;I was also shocked to see how determined my students were to discover the pattern and how often it was worked out by students who by traditional standards weren't my strongest students. &nbsp;Clearly we had touched on something that engaged all students in a way I had not seen before in my class. &nbsp;Students were then tasked with creating a piece of art that was inspired by the Fibonacci sequence, and again they did not disappoint me. &nbsp;(See the examples below).<br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="http://1.bp.blogspot.com/--aGxkqo3P_0/VlytGN-eIxI/AAAAAAAAA7U/iONLfAa8L3g/s1600/IMG_2283.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em; text-align: center;"><img border="0" height="200" src="https://1.bp.blogspot.com/--aGxkqo3P_0/VlytGN-eIxI/AAAAAAAAA7U/iONLfAa8L3g/s200/IMG_2283.jpg" style="cursor: move;" width="200" /></a><a href="http://4.bp.blogspot.com/-p0z2fySUscY/VlytGCMmfsI/AAAAAAAAA7Y/Jib-tAWer_o/s1600/IMG_2284.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="176" src="https://4.bp.blogspot.com/-p0z2fySUscY/VlytGCMmfsI/AAAAAAAAA7Y/Jib-tAWer_o/s200/IMG_2284.jpg" width="200" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">The capstone of our unit was when we invited a successful local artist, who uses a lot of fractals and draws inspiration from the Fibonacci series, and he shared with us his process and the beauty of pattern and repetition. &nbsp;It was magical to watch our students be inspired by math!</div><br /><br /><br /><br />Karla Weidnerhttp://www.blogger.com/profile/15105773164412245490noreply@blogger.com0tag:blogger.com,1999:blog-5339888879253210716.post-47084695456265522422015-10-22T12:19:00.000-07:002016-01-21T10:35:34.170-08:00Goals for the 2015-2016 School YearAs I approach my tenth year teaching at CDS, I've learned to be more realistic about my goals for the year. &nbsp;And while some aspects of this job get easier each year, I think it's important as a teacher to constantly try out new things in the classroom and spend time evaluating and reflecting on what's working well and what isn't. &nbsp;For that reason, teaching 6th grade math and science is never "easy." &nbsp;Additionally, groups of students have different personalities, and because of that, projects and activities that are successful one year may be a bust the next. &nbsp;It's important to be responsive to your students and be able to "meet them where they're at." &nbsp;My classes are constantly changing and evolving to fit the needs of the students I am teaching. &nbsp;With that in mind, my goals for this year are as follows:<br /><br /><b>1. &nbsp;Incorporate more "math play" into my math class. &nbsp;</b><br /><br />This summer I read Jo Boaler's book <i>What's Math Got to Do With It, </i>which I found highly influential. &nbsp;One major takeaway from the book is that kids need to learn that numbers are fun and having the opportunity to play with numbers helps keep kids excited about math. &nbsp;She has developed a website&nbsp;<a href="http://www.youcubed.org/">www.youcubed.org</a>&nbsp;that provides weekly lessons and ideas. &nbsp;I've already tried out a couple of the activities suggested, and they were very successful with my math kids.<br /><br /><b>2. &nbsp;Provide more opportunities for "re-do"</b><br /><br />We talk a lot about "growth mindset" at this school, but some if it is more talk than action. &nbsp;In evaluating what I do in the classroom, I've realized my math and science classes, I should allow opportunities for re-do the same way that an English teacher might make suggestions on a paper and provide multiple opportunities for editing before receiving a final grade. I hope to find ways to make this possible in my classes in hopes that it will provide more opportunities for growth and learning.<br /><br />3. &nbsp;<b>Post at least one blog/month</b><br /><b><br /></b>While I've always reflected mentally on things going on in the classroom, I'm excited about blogging about my experiences. &nbsp;While I've never been much of a writer, I am looking forward to the challenge of stepping outside of my comfort zone in such a public way. Karla Weidnerhttp://www.blogger.com/profile/15105773164412245490noreply@blogger.com0tag:blogger.com,1999:blog-5339888879253210716.post-64635462830819501272015-10-12T06:40:00.000-07:002015-10-12T06:41:52.005-07:00It's All Fun and GamesStudents learn best when they are engaged and happy. &nbsp;I have found in math class that one of the best ways to accomplish this is to incorporate games into our regular math routine. &nbsp;A lot of good things happen when students are placed in a game situation. &nbsp;Suddenly that math concept we have been learning is now being put into practice. &nbsp;Students who wouldn't normally ask questions during class feel much more comfortable calling me over in their small groups to ask for clarification and even help. &nbsp;And students hold each other accountable, making sure all players are performing calculations and applying concepts correctly. &nbsp;I see students teaching other students how to do something, knowing that teaching someone else is one of the best ways to learn and to remember how to do something.<br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="http://4.bp.blogspot.com/-mvrZKD4cNeQ/Vhu1XRA8hHI/AAAAAAAAAxc/633onGZBijU/s1600/IMG_2044.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="http://4.bp.blogspot.com/-mvrZKD4cNeQ/Vhu1XRA8hHI/AAAAAAAAAxc/633onGZBijU/s320/IMG_2044.JPG" width="320" /></a></div><br /><a href="http://2.bp.blogspot.com/-JVwqXS43b80/Vhu2zemc1EI/AAAAAAAAAxo/iiGSmFS8MB8/s1600/IMG_2078.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="150" src="http://2.bp.blogspot.com/-JVwqXS43b80/Vhu2zemc1EI/AAAAAAAAAxo/iiGSmFS8MB8/s200/IMG_2078.JPG" width="200" /></a>The competition also adds an element of interest to students. &nbsp;I've read countless articles declaring that there is no place for that in math class, and that girls, in particular, suffer under a competitive situation. &nbsp;Perhaps competition that is "mad math minute" style is detrimental, but I see only positive effects from this style of friendly competition. &nbsp;Also, many of the games we play rely much more on chance rather than how quickly students perform, and I think that is key. &nbsp;Under these conditions, girls love the competition as much as boys do, and everyone benefits.<br /><br /><a href="http://1.bp.blogspot.com/-HiQPqNlsz6Y/Vhu2zQ1rfPI/AAAAAAAAAxs/u6HmPPlfThw/s1600/IMG_2077.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="150" src="http://1.bp.blogspot.com/-HiQPqNlsz6Y/Vhu2zQ1rfPI/AAAAAAAAAxs/u6HmPPlfThw/s200/IMG_2077.JPG" width="200" /></a><br /><br /><br /><br /><br />Karla Weidnerhttp://www.blogger.com/profile/15105773164412245490noreply@blogger.com0tag:blogger.com,1999:blog-5339888879253210716.post-90739583494519732462015-10-07T13:15:00.001-07:002015-10-22T12:23:38.525-07:00What is the Purpose of Education?What is the purpose of education? &nbsp;I've been an educator for over twenty years, and I continue to ask myself that question. &nbsp;When I started my career as an educator at Furman University in the Biology Department, I felt certain I had a good understanding of what my purpose was. &nbsp;I modeled myself after the many professors I had throughout my years at university and tried to emulate their goal of imparting knowledge to students in a lecture-style format. &nbsp;While I prided myself on being able to explain complex metabolic pathways or complicated molecular concepts to students in a way that made sense to them, I now know that I wasn't really teaching students how to think. &nbsp;I was merely an extension of the textbook.<br /><br />Fast forward to the start of my career at Carolina Day School. &nbsp;I knew that sixth grade would be a whole different ball game. &nbsp;There was no way that eleven and twelve year-olds would be able to sit still and be lectured to for forty minutes at a time, and it dramatically shifted my approach to teaching. It is in this environment that I truly learned to teach. &nbsp;It didn't take long to realize that students learn best when they are engaged, asking questions, and discovering things for themselves.<br /><br />As educators we have accepted the idea that we are preparing children for jobs that don't even exist now. &nbsp;Having "knowledge" is less important than being able to use that knowledge in a novel way. &nbsp;I now believe that one who is truly educated is not only a person who has been exposed to a lot of different disciplines and content but a person who continues to ask questions, seeks new knowledge, and is willing to accept new ideas in the face of shifting evidence. &nbsp;As I reflect on my teaching in this blog, I will continue to ask "What is the purpose of education?" &nbsp;And in trying to answer that question, I will continue to evolve as a teacher.Karla Weidnerhttp://www.blogger.com/profile/15105773164412245490noreply@blogger.com0